UNIVERSITY OF ALASKA FAIRBANKS
College of Rural and Community Development
Course Syllabus
ECE F104 Child Development I: Prenatal, Infants and Toddlers (3)(2 + 2)
Instructor:
Sharon Vaska
UAF/CRCD/Kuskokwim Campus
P. O. Box 368, Bethel, AK 99559
lfsrv@uaf.edu
Phone: (907) 543-4555 or 800-478-5822 ext. 555
Fax: (907) 543-4522 or 4527
Office Hours: Evenings after class and by appointment.
Class Meeting Times and Dates and Audio-Conference Information:
Class meetings/lecture time will be 2 hours per week
Class lab time will be 3.5 hours per week
Day, time, dates:
Audio-Conference Bridge Number: 1-800-570-3591, PIN:
Audio Help Desk: 1-800-290-5900
The Encounter Audio Conference System has the following commands:
Mute: *6; Unmute: #6; During a call, if you need help, dial O
To listen to a recorded class: Dial 1-800-230-8546, enter the PIN for the class and then the date
of the call (six digits as 09/22/08).
Course Description
Foundation in child development prenatal to age 3. Focuses on developmental theories and
indigenous perspectives in the prenatal, infancy and toddler periods. Emphasis areas include
culturally appropriate practices, developmental domains, relationships and bonding, appropriate
environments and curriculum, observation, and early intervention.
Lab assignments include development of a traditional child care guide, weekly observations with
infants and toddlers, environmental assessments, and interviews with elders, parents and
providers.
Prerequisites: ECE 101, or permission of instructor; qualification for or successful completion of
ENGL111X
Note: This course is comparable to ECE 220. Students will receive credit for either ECE 104 or
ECE 220. To meet the six credit child development requirement for the AAS degree students
must take either ECE 104 with ECE 107 or ECE 220 with ECE 245.
Texts
Required:
Gonzales-Mena, J. & Eyer, D. (2007). Infants, Toddlers and Caregivers: A Curriculum of
Respectful, Responsive Care and Education, 7/E. NY: McGraw Hill Publishers.
Gonzales-Mena, J. (2007). The Caregivers Companion, 7/E. NY: McGraw Hill Publishers.
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Small, M. (1998). Our Babies, Ourselves: How Biology and Culture Shape How We Parent. NY:
Anchor Books.
Association of Alaska School Boards (2003). Helping Little Kids Succeed - Alaskan Style.
Alaska Initiative for Community Engagement.
Texts from other ECE courses (recommended):
Feeney, S., Christensen, D. & Moravcik, E. (2006). Who Am I in the Lives of Children? 7/E.
Pearson, Merrill Prentice Hall (From ECE 101).
Curtis, D. & Carter, M. (2000). The Art of Awareness: How Observation Can Transform Your
Teaching. Redleaf Press (From ECE 115).
Recommended:
Morrison, G. (2007). Early Childhood Education Today, 10/E. Pearson, Merrill Prentice Hall
(ECE 107).
Gerber, M. (2002). Dear Parent: Caring for Infants with Respect. Los Angeles, CA: Resources
for Infant Educators.
AudioVisual (To be used in course via Blackboard)
“Seeing Infants with New Eyes” RIE
“Cooing, Crying and Cuddling: Infant Brain Development” NAEYC
“Laughing, Learning and Loving: Toddler Brain Development” NAEYC
“Time with Toddlers: Training for Caregivers” Carter & Curtis
The Brain Series from PBS
Parents’ Journal - Tlingit & Haida Series
“Observing Infants, Toddlers and Caregivers: A Video to Accompany Infants, Toddlers, and
Caregivers 6/E” Mena & Eyer, McGraw-Hill
Course Objectives/Student Outcomes
1. Students will examine their own cultural values and practices, become familiar with Indigenous
cultures and values, understand the value of culture and practices for the developing child, and how
to incorporate the child and family’s culture into the environment they create for each child.
2. Students will develop an understanding of prenatal, newborn, infant and toddler development
including brain development, sensitive periods and the major developmental domains (perception,
motor, cognitive, communication, emotional and social).
3. Students will develop an understanding of the critical importance of relationships, caregiving and
environments for infants and toddlers.
4. Students will research and examine child development theories and premises, “ages and stages,”
and compare and contrast them in relation to cultural practices and teachings.
5. Students will investigate and develop a child development guide based on local/regional traditional
values, beliefs and practices that will compliment current child development texts and teachings.
Methods of Instruction
This course is taught through an audio-conference format and will include in-class discussion of
material and concepts. Each student’s experience, ideas and beliefs are considered to be part of
the course instruction. Each student is a critical component of the “learning community.”
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Reading the texts, formulating questions and comments about the reading, observations of young
children, and the assignments are all considered “methods of instruction.”
Course Policies
1. Attendance: As part of the “Learning Community” all students are expected to attend and
participate in all classes.
2. Absences and Make-ups: If necessary, excused absences must be arranged ahead of time
with the Instructor.
3. Tardiness: Students are expected to arrive in class prior to the start of each class. If a student
does arrive late, they are expected to do so quietly and inform the instructor without
disturbing the class.
4. Participation and Preparation: Students are expected to come to class with assigned reading
and other assignments completed as noted in the Syllabus.
5. Assignments: All assignments must be received by the Instructor no later than 12 p.m. on the
due date as noted in the Schedule unless otherwise prior-arranged with the Instructor. Each
assignment must have the following to ensure it is able to be graded: Your Name; Course
Number; Semester/Year; Instructor’s Name; Assignment Title; Date. Second pages of faxed
assignments must also have student name and course number on each page.
6. Extra credit assignments: Extra credit assignments will only be considered under extenuating
circumstances. If a student feels that these conditions apply, they may request extra credit
assignments and make arrangements individually with the Instructor.
7. Graded Assignments: It is the instructor’s intention to grade and respond to student
assignments within seven days of their receipt. At any time you may call and ask what you
received on a specific assignment if you haven’t yet received it back.
8. Reporting Grades: All student grades, transcripts and tuition information are available on
line at http://ww.uaonline.alaska.edu. If you have difficulty accessing this web site, contact
the registrar at your local campus.
9. Written paper assignments: All papers are expected to be typed and double spaced, with no
misspelled words. Sentences should be grammatical and the paper easy to read. The burden
is always on the writer to communicate with the reader. UAF has a writing lab and other
tutoring services available to students (474-5314). It is also recommended that you have
another person review your draft before final submission for a grade. Written assignments
may be emailed or faxed to the instructor.
10. Plagiarism: Plagiarism is using what another person has written, and using it as your own
words and thoughts. Plagiarism is never acceptable. According to the University, plagiarism
is preventable by students “not representing the work of others as their own. A student will
attribute the source of information not original with himself or herself (direct quotes or
paraphrases) in compositions, theses and other reports.”
11. All UA student academics and regulations are adhered to in this course. You may find these
in UAF/UAS Catalogs.
12. Confidentiality: An important part of this course is the sharing of insights and experiences
with other students. To benefit from this discussion, it is essential that we all maintain the
confidentiality of children, families, programs and staff. We do not use names. We talk and
write about children, families and staff in respectful ways.
13. Incompletes, Withdrawal and No Basis Grading: A student may request an Incomplete grade
if there are factors beyond his/her control that effect the completion of the course AND the
student has a C grade or higher at the end of the semester/course. A Faculty-Initiated
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Withdrawal is done by the instructor when the student has not met the criteria for passing the
class, and is within the University-allowed drop period. A No Basis (NB) grade is provided
if the student has not met attendance/assignment criteria, in lieu of a failing grade, provided it
is after the University-allowed drop period. All are at the discretion of the Instructor.
14. Ethical Behavior: It is expected that, while on the audioconference, you are present and
paying attention. If you must “step out of the room” and not be present, it is your
responsibility to inform the instructor or the class. Behavior such as not answering when
called upon, not being prepared when called upon, etc. will result in grade reduction for
participation.
Student Support Services
You may contact the Office of Student Support Services if you are in need of additional support.
Their phone number is 474-6844 (UAF) and 796-6000 (UAS, Juneau).
Disabilities Services
The Office of Disability Services implements the Americans with Disabilities Act (ADA), and
insures that UA students have equal access to the campus and course materials. State that you
will work with the Office of Disabilities Services (UAF: 474-7043; UAS: 796-6000) to provide
reasonable accommodation to students with disabilities.
Writing Center
http://www.alaska.edu/english/studentresources/writing/
The Writing Center is a student-staffed, student-oriented service of the English Department.
801 Gruening Bldg., P.O. Box 755720
Fairbanks, Alaska 99775-5720
Phone: (907) 474-5314
Fax: 1-800-478-5246
* The UAF Writing Center and Computer Lab offers free writing tutoring to any student in any
subject via telephone and fax or over the Internet. Students can call 907-474-5314 for
information on how to fax a paper and have it tutored over the telephone, or engage in an
interactive Internet session. Both services are free.
Library Services for off campus students
Off-Campus Library Services is a unit set up to serve rural UAF students and faculty who do not
have access to appropriate information resources in their town or village. We work in support of
The College of Rural & Community Development and The Center for Distance Education and
Independent Learning.
Contact us at
http://library.uaf.edu/offcampus
Off-Campus Services, Elmer E. Rasmuson Library
310 Tanana Loop, PO Box 756800
Fairbanks, Alaska USA 99775-6800
Phone: 1-800-478-5348 Email: fyddl@uaf.edu
For more off campus help go to:
http://www.uaf.edu/library/instruction/ls101/other/Distance_Resources.html
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Computer, Internet, and software Problems:
You cannot get your email: Make sure your Internet connection is working; to test it, you can
try to go to a new web page and see if it loads. If you are having problems with a UAF account,
you will need to contact the UAF help desk 1.800.478.4667. If it is another company’s account,
you will need to contact their customer support. There is very little we can do to assist you as we
have no control or access to the computers that serve the email. Also check with your email
program’s Help.
You forgot your password: Only the organization that issued your password can do anything to
change it. You will need to contact them. For UAF email and Blackboard it is the UAF help
desk 1.800.478.4667. For most web services there is a link you can click if you forgot your
password. I also recommend writing them down somewhere for back up.
You are having problems with Blackboard: You will need to contact the Blackboard
administrator, at: http://classes.uaf.edu/ Office of Information Technology Help Desk 474.6564
or 1.800.478.4667
Evaluation:
(NOTE that you must achieve a C or higher for this course to count towards your ECE Degree)
Grading is based on
10% attendance/participation
20% class presentations on material in the texts and student research (Traditional Guide)
40% Observations, Activities, Reflections
30% Traditional Guide Prenatal, Infant and Toddler Care and Development
Letter grades for the course will be determined as follows and will reflect the Grading System
and Grade Point Average Computation policy stated in the current UAF Catalog.
A+ .................... 100–97%
A......................... 96–93%
A- ........................92–90%
B+....................... 89–87%
B ......................... 86–83%
B- ........................82–80%
C+....................... 79–77%
C ......................... 76–73%
C- ........................72–70%
D+ ...................... 69–67%
D......................... 66–63%
D- ........................62–60%
F ................ less than 60%
Course Assignments and Calendar:
Date
Week 1
Topic and Assignment
In class today
 Introductions including what you hope to get out of the course;
Review course expectations and assignments
Preparation for next class:
 Review the class calendar and assignments
 Read Chapter 1 Infants, Toddlers & Caregivers
 Identify Observation Settings/Children
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
Week 2
Week 3
Week 4
Week 5
Week 6
Identify elder(s) to interview for Child Care Guide (see below)
In class today.
 Go over any student questions regarding the class calendar and
assignments.
 Group discussion: Chapter
 Lecture topic: Culture and Biology in Child Development and Care
Preparation for next class:
 Read Chapter 2 Infants, Toddlers & Caregivers
 Read Chapter 1 Caregivers Companion
Labs:
 Begin interviews for Child Care Guide
 Child Care Guide, Part I (See below)
In class today:
 Group discussion on reading
 Lecture topics: History and care of infants and toddlers
Preparation for next class:
 Read Chapter 1 Our Babies, Ourselves
 Read Section 1 Helping Little Kids Succeed
 Reflection #1 (See below)
Labs:
 Observation 1 and Interview: Family and infant/toddler
 Child Care Guide, Part II (See below)
In class today:
 Group discussion on reading
 Lecture topic: Parents, The Family and Community
Preparation for next class:
 Read Chapter 3 Infants, Toddlers & Caregivers
 Read Section 2 Helping Little Kids Succeed
Labs:
 Observation 2: Reflexes
 Child Care Guide, Part III (See below)
 Continue interviews and gathering information for Child Care Guide
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Prenatal Development, Brain Development
 Reflection #2 (See below)
Preparation for next class:
 Read Chapter 4 Infants, Toddlers & Caregivers
 Read Chapter 2 Caregivers Companion
Labs:
 Observation 3: Attachment/Perception/Emotional Development
 Continue interviews and gathering information for Child Care Guide
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Attachment/Perception/Emotional Development
Preparation for next class:
 Read Chapter 3 Our Babies, Ourselves
Labs:
 Observation 4: Motor development
 Continue interviews and gathering information for Child Care Guide
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Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Motor Development
Preparation for next class:
 Read Chapter 5 Infants, Toddlers & Caregivers
 Read Chapter 5 Our Babies, Ourselves
Labs:
 Observation 5: Language and Communication
 Continue interviews and gathering information for Child Care Guide
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Language and Communication
Preparation for next class:
 Read Chapter 6 Infants, Toddlers & Caregivers
 Read Chapter 4 Our Babies, Ourselves
Labs:
 Observation 6: Social Development
 Continue interviews and gathering information for Child Care Guide
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Social Development
Preparation for next class:
 Read Chapter 7 Infants, Toddlers & Caregivers
 Read Chapter 7 Caregivers Companion
 Reflection #3
 Reflection #3
Labs:
 Observation 7: Cognitive Development
 Continue interviews and gathering information for Child Care Guide
Part 4
In class today:
 Group discussion on reading
 Lecture topic: Cognitive Development
Preparation for next class:
 Read Chapter 8 Infants, Toddlers & Caregivers
 Read Chapter 8 Caregiver’s Companion
Labs:
 Observation 8: “Curriculum” and play; environment
 Child Care Guide, Part 4
In class today:
 Group discussion on reading
 Lecture topic: Caregiving as Curriculum, Play as Curriculum,
Environments
Preparation for next class:
 Read Section 3 Helping Little Kids Succeed
 Read Chapter 9 Infants, Toddlers & Caregivers
 Prepare for discussion on critical issues for pregnancy, infants and
toddlers
In class today:
 Group discussion on reading
 Lecture topic: Critical Issues for Pregnancy, Infants and Toddlers
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Week 13
Week 14
Preparation for next class:
 Read Chapter 10 Infants, Toddlers & Caregivers
 Read Chapter 10 Caregiver’s Companion
 Prepare for discussion on programs and services for infants, toddlers
and families
In class today:
 Lecture Topic: Programs and Services for Infants and Toddlers and
Families; Developmental screenings and early intervention
Preparation for next class:
 Prepare your Child Care Guide for presentation to the class and to
turn in as a final product
 Reflection #4
In class today:
 Share Child Care Guides, Reflections, Evaluation
All tasks completed and class is done!! 
Course Assignment Details:
Traditional Child Care Guide:
Possible 40 points (10 points per section)
This Child Development Guide is a very important part of this course. You will find this
assignment challenging, useful and very interesting. You are developing something that doesn’t exist
but is very needed today. You are expected to focus on your own cultural background, but also
include a compare-contrast with the culture where you live and work, if that is different. It will be
expected that each of you will find the need to compare and contrast traditional teachings and ways
with what you see in today’s world.
Notes about format and final product: The format for this assignment is a narrative, with quotes
and information from the interviewing process, or from your own knowledge and research. There
are five sections, and each should have a heading. Each assignment will have its own due date, and
the final product can contain any photos, quotes, formatting that you want to add to make it more
like a real guide that you can use in your community. I may ask permission to utilize your guide in
future courses if you consent. Grading rubric: To get the full points, cover the topics as noted.
Grade Rubric for Each Part
8-10
Covers the topic(s) well; thorough and thoughtful; Interviewed at least two
pts
knowledgeable individuals/elders; Summarized the information clearly, with quotes
and “teachings” or practices.
5-7 pts Covers some of the topics, minimally thorough and thoughtful, less organized than
required; Interviewed less than two individuals with knowledge to advise the Guide;
Less specific about the topic or teachings/practices; revisions not made after
comments by instructor
1-4 pts Late entry, minimal effort in gathering information for the guide, unorganized
material.
0 pts
No entry
Child Care Guide Part I: Introduction (Who I am as author/editor of this guide)
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This is an opportunity to explain who you are, as the author of your Child Development Guide. It
is up to you to explain what you think is important. Certainly some information about your
ancestors and parents, where you were raised, your schooling and how you came to be someone
who cares about young children. If you weren’t raised in the community where you now live, or are
not of the culture of the community where you live/work, please write about how you got to the
community and how you have been impacted by the culture and ways of the community where you
now live. You may write about your philosophy on young children’s care and development; your
concerns about young children and families; and your goals for your own growth and development.
Some examples are provided in the course packet. You may use an essay you used in another class,
perhaps ECE 101, as appropriate. This should be something you can live with if you ever published
your Guide for others to use and read.
Child Care Guide Part 2: The History of Children in My Community:
This is an essential part of the guide: How children got to be where and who they are today. Most
written texts on ECE only include part of the history of young children – your local history is a very
important piece of the story. For this assignment you are to interview someone, preferably an elder
or someone who really knows the history of your community, and to investigate some of the local
ways that young children were cared for and educated in the past. You may compare and contrast
this history with your own upbringing and experiences, if you did not grow up in the community.
At a minimum you are to identify the following information, and summarize in a written 2-3 page
typed paper (this is not just an interview paper). If you use information directly from those you
interview, please include their name, or include information as an addendum on who you
interviewed. Include the following information in an essay format:
 How were young children taken care of before “school” began in your community?
 When did “school” begin (approximate year), what grades did it include, and who started the
school? When did the federal or state educational system start in the community (BIA,
REAA, etc.)
 When did Kindergarten begin in the community (approximate year)?
 When did your community first get preschool services (was there a Head Start? A preschool
program, child care?)?
 When did women in the workplace begin to effect children and their need for “childcare”?
 How you were raised, and what the changes to young children and their services have been
over time? (You can give some opinions here too)
If you did this assignment in ECE 101, you can use it in your Child Development Guide. If so,
review it and make any adjustments so that is fits into the requirements for this guide.
Child Care Guide Part 3: Pregnancy, Birth, Newborn and Infant Care
{Note: This will coincide with our focus on the beginning of life, and your first observation.]
This is another investigative part of understanding child development from a cultural and
community perspective. Interview elders or others to research and find out practices that existed in
the past, and perhaps still are followed regarding pregnancy for a woman, and her mate. Are there
particular teachings or taboos that were followed?
Becoming pregnant, and the pregnancy, itself had/has many practices to follow to ensure the
health, well-being and survival of the baby. Your task is to find out what some of these teachings
were. Include the reasons for the teaching (what would/wouldn’t happen if one followed/didn’t
follow the teachings). Are any of these teachings still practiced today? Include: The health and
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well-being of the fetus and the mother; Any taboos for the father of the baby; Any milestones or
rituals done throughout the pregnancy; The birthing process and practices.
The birth itself was very important for the family and community, and the survival of the
baby and mother were never assured. What were some of the important health/traditional practices
regarding the birth, the afterbirth, newborn and infant care? Are any of these practices still
followed? Include any songs, stories or materials that were used.
Child Care Guide Part 4: Child Guidance and Traditional Teachings
Many cultures consider the child a “baby” until around age 7. This section will address the toddler,
and will continue in ECE 107. What were some of the traditional ways to guide his/her knowledge
and skill development? Are any of these still in place today, do you think families still engage in any
of these practices? Include as many of the following areas as possible to gather appropriate and
useful information: Safety, independence and supervision; Physical development; Selfhelp/including feeding, dressing, toileting; Language; Guidance and discipline; Abilities; Mixed age
and sibling/family play and socialization; Learning (and teaching); Traditional songs, stories, games,
toys.
Reflections and Papers (10 points possible per paper)
#1. “My Beginning” Part 1
Write a 1-2 page essay on the care you received during your first three years and how this has
influenced who you are today. Who was present at your birth, who took care of you, what do you
remember feeling? What are your earliest memories? What are some of the customs you follow and
beliefs that you have that can be traced to your earliest time? You can talk with your
parents/caregivers and other adults who were present during your early years. You will write
another paper at the end of the course on your beginning based on your learning in class. We will
compare this paper at the end of the course to see what might need to be added based on your
learning in class.
#2 Reflection: Naming
Due October 3
The importance of naming: Write about your name: How did you get your name? Do you have a
family name, and are you named after someone? What do you know about your name? What does
your name mean to you, your family?
#3 Reflection: Reaction paper to “Want a Brainier Baby?”
#4. “My Beginning” Part 2
Review what you submitted for Part 1 of this essay. Write an additional essay now that you have
learned more about infant and toddler development. Include any new information you have
learned that would you believe has influenced you who are today.
Observation and Activity Labs: 10 points each
Some of the assignments are for an observation, and some also include an “activity” which focuses
on the developmental domain that is the focus for the week. When doing an observation, make sure
that it is objective, complete, includes descriptions of the environment as well as what the child (and
adult) says or does. Always include: The setting (who’s there, where child/adult are, time of day,
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age of child); no identifying names, factual evidence (what is seen and heard, objective); detail; and
dialogue, monologue, non-verbal, action. You may observe a gathering of children, or a home visit.
You may observe the same child more than once, but make sure you observe a newborn, young
infant, mobile infant and toddler (various ages and stages from birth to age three). Each observation
should be a minimum of ½ hour and a maximum of 1 hour. Complete an Observation Summary
form for each observation. The activity portion of the assignment is to identify and provide an
“activity/material/response” that is developmentally appropriate for the age of child, and pertains to
that area of development. Focus should be on supporting the child’s development through
relationships, sensori-motor, and discovery instead of “teaching.”
#
Focus
Due Date
1
Family/Culture
Week 4
2
Reflexes
Week 5
3
Attachment, Perception, Emotional Development Week 6
4
Motor Development
Week 7
5
Language and Communication
Week 8
6
Social Development
Week 9
7
Cognitive/Problem-solving
Week 10
8
Curriculum, Play, Environment
Week 11
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